The Effect of Smartphone Environments on the Encoding of Life Science Terminology: A sLORETA Study
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The purpose of this study was to analyze the effect of smartphone environments onlife science terminology learning, focusing on EEG activation changes. To this end, thetask performance environment was divided into three conditions: a smartphone-freeenvironment, a smartphone-present environment, and a smartphone-notificationenvironment. Twenty-five second-grade high school students participated in the study. EEGdata were collected during life science terminology encoding tasks in each environment,and sLORETA analysis analyzed EEG activation differences. The results were as follows:First, students achieved significantly higher scores when performing rote encoding tasks ina smartphone-free environment than in a smartphone-present environment. Second, nosignificant EEG activation differences were found during meaningful encoding tasks acrossthe three smartphone environments. Third, during rote encoding tasks in a smartphonepresentenvironment, the beta band activation in the right hippocampal gyrus of the limbiclobe was significantly greater than in a smartphone-free environment. Additionally, whenperforming rote encoding tasks in a smartphone-notification environment, the beta bandactivation was significantly greater in several regions of the right frontal lobe(the superiorfrontal gyrus, the middle frontal gyrus, the medial frontal gyrus, and the inferior frontalgyrus), and the insula of the right sub-lobar than in a smartphone-free environment. Theseresults suggest that the physical presence and notifications of smartphones increasecognitive load, affecting attention and memory processes critical for learning life scienceterminology. Furthermore, these findings emphasize the importance of managingsmartphones in creating an efficient learning environment.
Abstract
The purpose of this study was to analyze the effect of smartphone environments onlife science terminology learning, focusing on EEG activation changes. To this end, thetask performance environment was divided into three conditions: a smartphone-freeenvironment, a smartphone-present environment, and a smartphone-notificationenvironment. Twenty-five second-grade high school students participated in the study. EEGdata were collected during life science terminology encoding tasks in each environment,and sLORETA analysis analyzed EEG activation differences. The results were as follows:First, students achieved significantly higher scores when performing rote encoding tasks ina smartphone-free environment than in a smartphone-present environment. Second, nosignificant EEG activation differences were found during meaningful encoding tasks acrossthe three smartphone environments. Third, during rote encoding tasks in a smartphonepresentenvironment, the beta band activation in the right hippocampal gyrus of the limbiclobe was significantly greater than in a smartphone-free environment. Additionally, whenperforming rote encoding tasks in a smartphone-notification environment, the beta bandactivation was significantly greater in several regions of the right frontal lobe(the superiorfrontal gyrus, the middle frontal gyrus, the medial frontal gyrus, and the inferior frontalgyrus), and the insula of the right sub-lobar than in a smartphone-free environment. Theseresults suggest that the physical presence and notifications of smartphones increasecognitive load, affecting attention and memory processes critical for learning life scienceterminology. Furthermore, these findings emphasize the importance of managingsmartphones in creating an efficient learning environment.
참고문헌 (33)
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